Sign the key vocabulary for a class unit
When to use this goal
For signing students who need the signs for content vocabulary in science, social studies, and math units. Present levels on the unit's word list decide the targets; some content words are fingerspelled or have local signs.
- Baseline
- Probe the unit list at the start of the unit. Agree with the interpreter and teacher of the deaf which signs are used.
- Tips
- Share the unit list with the interpreter ahead of time so signs are consistent. Videos of signs help families practice.
- Limits
- Knowing a sign does not show content knowledge; pair with class assessments. ASL is a complete language; this template measures one access or language skill, and the student's broader language goals belong in expressive and receptive language with sign as the mode.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-sig-009.
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Goal
By the annual IEP review date, given pictures or printed words for 10 to 15 key words in the current unit, the student will sign or fingerspell each key word and explain it in ASL independently with at least 80% accuracy on unit words signed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during each unit.
Baseline: 30% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Sign Language & Visual Communication.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Vision, Hearing & Assistive Technology - Sign Language & Visual Communication
- Baseline
- 30% accuracy.
- Annual goal361 characters
- By the annual IEP review date, given pictures or printed words for 10 to 15 key words in the current unit, the student will sign or fingerspell each key word and explain it in ASL independently with at least 80% accuracy on unit words signed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during each unit.
- Timeframe
- By the annual IEP review date
- Condition
- Given pictures or printed words for 10 to 15 key words in the current unit
- Behavior
- The student will sign or fingerspell each key word and explain it in ASL independently
- Criteria
- With at least 80% accuracy on unit words signed, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during each unit
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on unit words signed
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly during each unit
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given pictures or printed words for 10 to 15 key words in the current unit, the student will sign or fingerspell each key word and explain it in ASL independently with at least 80% accuracy on unit words signed, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly during each unit.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.